Who am I? 我是谁 | RYAN MIGUEL KISHOR | TEDxYouth@HCIS

Summary

Ryan’s speech explores the journey of self-discovery through the lens of learning his mother tongue, Chinese, despite his multicultural Eurasian background. He reflects on the challenges of feeling out of place during his early years, particularly in school, where he struggled to fit in with his Chinese-speaking peers. Over time, Ryan regains confidence, becoming fluent in Chinese and finding a sense of belonging within the community. His experience highlights the powerful role language plays in shaping identity, bridging cultures, and fostering connections.

Takeaways

• 😀 The speaker, Ryan, uses the metaphor of a geological palimpsest to describe how personal growth and identity are shaped over time by different experiences, including language learning.
• 😀 Ryan's mother tongue is Chinese, though he comes from a mixed Eurasian background with Portuguese and Javanese heritage.
• 😀 His parents chose Chinese as their children's mother tongue because they believed it would help them integrate into Singapore's Chinese-speaking community.
• 😀 In his early years, Ryan was unaware of the significance of learning Chinese and simply enjoyed using it at home and at school.
• 😀 In primary school, Ryan began to feel isolated and confused because most of his classmates were ethnically Chinese, and they didn't understand why he was learning Chinese.
• 😀 Ryan struggled with his identity as a non-Chinese student learning Chinese, feeling excluded from social activities and communications in Chinese.
• 😀 This period of confusion led Ryan to question the purpose of learning Chinese and to search for a sense of belonging.
• 😀 In high school, Ryan regained confidence by improving his Chinese skills and working hard to connect with his Chinese-speaking peers.
• 😀 Ryan's hard work paid off, and he became well-known as an interracial student who could speak Chinese fluently, earning respect and a sense of belonging.
• 😀 As Ryan's confidence grew, he was able to participate in competitions and student council activities, strengthening his connections and sense of self-identity.
• 😀 Today, Ryan is proud of his bilingualism and embraces both Chinese and English, recognizing how learning Chinese has broadened his worldview and integrated him into a diverse international community.

Q & A

What is the concept of 'Geological Palimpsest' as introduced in the speech?

The concept of 'Geological Palimpsest' refers to the structure formed by the continuous superimposition of geographical landforms over time. The speaker uses this as a metaphor to describe how one's experiences accumulate and shape different layers of self-identity over time.

Why does the speaker use quotation marks around the word 'Chinese' when referring to their mother tongue?

The speaker uses quotation marks around 'Chinese' because, technically, Chinese is not their mother tongue. The speaker is Eurasian, with a mixed heritage, and Chinese was chosen as their 'mother tongue' by their parents for practical reasons, even though their family background is not ethnically Chinese.

What cultural background does the speaker come from?

The speaker comes from a multiracial family with Eurasian roots. They have Portuguese and Javanese ancestry, and their father is Singaporean Indian, while their mother is a Singaporean Eurasian. This mixed heritage plays a role in the speaker’s personal identity and experience with language learning.

What challenges did the speaker face when learning Chinese during primary school?

The speaker faced challenges in primary school due to being the only non-ethnic Chinese student in their Chinese language class. They experienced feelings of confusion and exclusion, as other students couldn't understand why the speaker, who wasn't ethnically Chinese, was learning the language. This led to a sense of isolation and a questioning of the purpose of learning Chinese.

How did the speaker regain confidence in their Chinese language skills during high school?

In high school, the speaker decided to change their approach and actively work on learning Chinese to fit in with their Chinese-speaking peers. They put effort into improving their language skills, which led to increased interaction with classmates, participation in competitions, and greater involvement in school activities. This helped the speaker regain confidence and integrate into their community.

What impact did learning Chinese have on the speaker's sense of identity?

Learning Chinese helped the speaker build a stronger sense of self-identity. Initially confused and isolated, the speaker's efforts to master the language and culture led to acceptance and inclusion. Over time, they came to see themselves as a proud Eurasian who could speak Chinese, and their understanding of their own identity became clearer.

How did the speaker's experience at Hwa Chong International School differ from their earlier experiences with language and identity?

At Hwa Chong International School, the speaker encountered a diverse student body from various nationalities and ethnicities, many of whom were also learning Chinese. This environment of tolerance and openness made the speaker feel less like a minority and more accepted in their language learning journey, contrasting with the exclusion they experienced in earlier school years.

What role does bilingualism play in the speaker's life, according to their speech?

Bilingualism plays an important role in broadening the speaker's worldview. Knowing both Chinese and English helps them communicate effectively in different contexts and enhances their understanding of different cultures. The speaker emphasizes the value of bilingualism in both personal growth and in connecting with others.

Why did the speaker's parents choose Chinese as their children's 'mother tongue' despite their mixed ethnic backgrounds?

The speaker's parents chose Chinese as their children's 'mother tongue' because they believed it would be useful both in Singapore and internationally. The choice was also influenced by practical considerations, as Chinese is one of the main languages in Singapore, and mastering it would help the speaker and their siblings integrate into the Chinese community.

What transformation did the speaker undergo from their early years of language learning to the present day?

The speaker underwent a transformation from feeling confused and isolated about their language learning in primary school to becoming confident and proud of their bilingualism in high school and beyond. Over time, they gained a clear understanding of their identity as a Eurasian with Chinese as their 'mother tongue' and embraced their multicultural background.